Factors affecting knowledge sharing behaviour in public higher education institutions: An empirical study of Vietnam

Figures & data

Figure 1. Conceptual model.

Table 1. Constructs and scale items

Constructs and Resources	Code	Items
Trust Hsu et al. (2007); Bock et al. (2005)	TR1	Colleagues often consulted me at work
	TR2	Colleagues often appreciate my opinion
	TR3	Colleagues appreciate my work experience
	TR4	Colleagues believe in my expertise
	TR5	Colleagues want to learn from my work experienc
Organizational Support Kankanhalli et al. (2005); Lin (2007); Bock et al. (2005)	OS1	Sharing information with coworkers increases my likelihood of receiving a better work assignment
	OS2	Sharing knowledge with my co-workers improves the likelihood of getting a promotion for me
	OS3	Sharing knowledge with my co-workers improves the likelihood of getting a higher salary for me
	OS4	Sharing knowledge with my co-workers improves the likelihood of getting a bonus for me
	OS5	I expect to get more job security when I share knowledge with my co-workers
	OS6	My organization encourages lecturers to share knowledge with my colleagues
	OS7	My organization provides most sources of information so lecturers can share knowledge with my colleagues
Information technology Lin (2007); Jolaee (2014)	IT1	Employees are widely used information data to access knowledge
	IT2	Employees are allowed to use software, intranet to discuss with colleagues about work
	IT3	My organization has appropriate technology in place (e.g., academic portal, web site, e-mail) to support knowledge sharing
	IT4	Employees are regularly trained in information technology to share knowledge
Perceived Reciprocal Benefits Kankanhalli et al. (2005); M. M. L. Wasko and Faraj (2005)	PRB1	When I share knowledge with my co-workers, I expect them to respond to my knowledge needs
	PRB2	When I share knowledge with my co-workers, I believe that my queries for knowledge will be answered in the future
	PRB3	I know that my co-workers help me, so it is only fair to help them out when they are in need of knowledge
Perceived Reputation Enhancement Kankanhalli et al. (2005); M. M. L. Wasko and Faraj (2005)	PRE1	My co-workers respect me, when I share knowledge with them
	PRE2	Sharing knowledge with my co-workers improves others recognition of me
	PRE3	I share my knowledge to improve my reputation in the organization
Introversion Personality Bradley and Hebert (1997); Akhavan et al. (2016)	INT1	I rarely express my actual feelings when I speak
	INT2	I seldom bring up sharing with others
	INT3	I do not easily trust strangers
	INT4	I am someone who would rather listen than speak
	INT5	I never share my opinions with others
Extroversion Personality Bradley and Hebert (1997); Akhavan et al. (2016)	EXT1	I am a sociable and approachable individual
	EXT2	I am always comfortable working with people.
	EXT3	I enjoy socializing and interacting with others -Action and reaction
	EXT4	I am always comfortable working in groups—Involved with people, things
	EXT5	I love being an inspiration
Knowledge Sharing Behaviour Lee (2001); Bock et al. (2005)	KS1	I shared factual knowledge (know-what) from work with my co-workers
	KS2	I shared work experiences with my co-workers
	KS3	I shared know-how or tricks of the trade from work with my co-workers
	KS4	I shared expertise from education or training with my co-workers

Table 2. Respondents’ demographic information

Demographic Variables		Count	Percentage
Gender	Male	71	35.0%
	Female	132	65.0%
	Total	203	100.0%
Qualification	PhD	40	19.7%
	MBA	163	80.3%
	Total	200	100.0%
Age	Under 30	2	1.0%
	30–45	113	55.7%
	46–60	88	43.3%
	Total	203	100.0%
Teaching Experience	Under 1 year	10	4.9%
	1–5 years	22	10.8%
	5–10 years	61	30.1%
	Over 10 years	110	54.2%
	Total	203	100.0%

Table 3. Cronbach’s alpha and exploratory factor analysis results

Items	Constructs
	OS	INT	TR	EXT	IT	PRE	PRB	KS
OS6	0.813
OS3	0.795
OS5	0.794
OS2	0.778
OS7	0.761
OS1	0.737
OS4	0.666
INT2		0.829
INT3		0.822
INT5		0.806
INT6		0.738
INT1		0.736
INT4		0.652
TR2			0.810
TR1			0.784
TR3			0.766
TR5			0.640
TR4			0.623
EXT4				0.858
EXT2				0.835
EXT3				0.740
EXT1				0.732
EXT5				0.572
IT3					0.838
IT2					0.827
IT4					0.731
IT1					0.601
PRE2						0.809
PRE1						0.801
PRE3						0.756
PRB1							0.848
PRB2							0.835
PRB3							0.646
KS3								0.654
KS2								0.640
KS4								0.638
KS1								0.577
Eigen-values	11.933	4.634	2.807	2.343	1.693	1.302	1.232	1.067
TVE (%)	32.251	44.775	52.361	58.694	63.269	66.786	70.116	73.001
CA	0.933	0.865	0.884	0.854	0.904	0.846	0.854	0.886

TVE: Total Variance Extracted CA: Cronbach’s Alpha

Table 4. Pearson’s correlation coefficients

Constructs	KS	TR	OS	PRB	PRE	IT	EXT	INT
KS	1	0,646**	0,578**	0,500**	0,490**	0,379**	0,495**	−0,211**
TR		1	0,554**	0,401**	0,388**	0,392**	0,298**	−0,148*
OS			1	0,363**	0,305**	0,678**	0,329**	0,055
PRB				1	0,516**	0,206**	0,306**	−0,060
PRE					1	0,179*	0,354**	−0,023
IT						1	0,253**	0,144*
EXT							1	−0,162*

**Correlation is significant at the 0.01 level * Correlation is significant at the 0.05 level

Table 5. Result of regression model summary

Model	R^2	R^2 (Adj)	Std. Error of the Estimate	Change Statistics					Durbin-Watson
				R Square Change	F Change	df1	df2	Sig. F Change
1	0.617	0.605	0.36672	0.617	52.636	6	196	0.000	1.970

Table 6. Result of ANOVA test

Model		Sum of Squares	df	Mean Square	F	Sig.
1	Regression	42.472	6	7.079	52.636	.000^b
	Residual	26.359	196	.134
	Total	68.831	202

Table 7. Result of regression coefficients and hypotheses testing

Hypotheses	Standardized Coefficients	T- Statistics	P-Values	Conclusions
H1: TR→KS	0,317	5,517	0,000	Supported
H2: OS-→KS	0,250	3,656	0,000	Supported
H3: IT→KS	−0,002	−0,026	0,979	Not Supported
H4: PRB→KS	0,137	2,519	0,013	Supported
H5: PRE→KS	0,145	2,660	0,008	Supported
H6: EXT→KS	0,204	4,061	0,000	Supported
H7: INT→KS	−0,133	−2,831	0,005	Supported

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